Relevant bibliographies by topics / Digital Educational Resources

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Digital Educational Resources'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 April 2022

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Journal articles on the topic "Digital Educational Resources"

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HRYNKO, V. "DESIGNING DIGITAL EDUCATIONAL RESOURCES WITH THE DIGITAL TECHNOLOGIES TOOLS." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 22 (November 7, 2018): 58–62. http://dx.doi.org/10.33989/2075-146x.2018.22.185010.

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Designing digital educational resources with the digital technologies tools while training future primary school teachers is considered by the author as one of the ways of solving the problem of insufficient level of implementing digital educational resources in the educational process of educational institutions.The author clarifies the essence of the concept of “digital educational technology” and its interconnection with the notion of “digital educational resources” and notes that the term “digital technology” is used to describe the technology of creating, transmitting and storing information messages, which envisages coding their contents with figures, and the term “digital resource” is used to describe information carriers created by using digital technologies.If the use of digital technology and digital resources is carried out for the implementation of educational tasks, the author advises to use such categories as “digital educational technology” and “digital educational resource”. It is noted that the design of digital educational resources is the important task of using digital educational technologies.The process of using digital technologies for designing a digital educational resource on the example of the digital educational resource “Interactive poster” is considered. Eight stages have been identified, during which the following functions of digital technology are implemented: visual, operational and creative, correctional, communication, collaborative, demonstrative and presentational.It is noted that designing digital educational resources with the digital technologies tools while training future primary school teachers provides for the organization of activities aimed at improving the ability to use digital technologies to create effective cognitive and active educational process, which is attractive for students, to critically evaluate digital educational resources in the aspect of expediency of their application in professional activity, as well as the capacity for lifelong learning to use technological innovation.
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Umarova, Zakhro Abdurakhim qizi. "DIGITAL MEDIA EDUCATIONAL ENVIRONMENT: MEDIA RESOURCES AND THEIR ROLE." Journal of Central Asian Social Research 01, no. 01 (August 15, 2020): 66–74. http://dx.doi.org/10.37547/jcass/volume01issue01-a7.

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In digital era using the media resources and digital technology is not only necessary, but also vital. That is why it is recognized by many countries as one of the priorities of education reform. Today in educational process, teachers are using digital technologies and media resources to conduct lesson. In a result, the traditions of teaching and learning are changing and evolving. This article discusses the pedagogical opportunities of using digital technologies and media resources in education and the issues of their effective use in learning and teaching process. In this study examined the effectiveness and opportunities of teaching and learning through media resources. In addition, the issues of effective integration of digital technologies and media resources into the independent learning process of students were studied. The results showed that media resources increase students' motivation and interest in subjects and ensure learning efficiency. This is because the effectiveness of the learning process is directly related to the interest and motivation of learners to learn. Considering that media is interesting and attractive for everyone, the use of media in an educational process based on educational goals can be one of the best solutions to increase the motivation of students to learn. Due to media resources in the educational process, a new innovative method of teaching and learning practice was created, which will achieve the effectiveness of education by the fact that students learn at an individual pace, interact with the teacher when they need it, actively and willingly participate in the educational process.
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Aleksandrova, Ludmila A., and Edvard R. Galimov. "University digital educational model." Journal Of Applied Informatics 15, no. 89 (October 30, 2020): 37–51. http://dx.doi.org/10.37791/2687-0649-2020-15-5-37-51.

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This work was carried out in accordance with the Digital Economy program of the Russian Federation and is therefore relevant. The program posed the following tasks for universities: the digital transformation of universities and the training of specialists of the digital economy. The Ministry of Education has articulated these issues as the creation of the Digital University. The paper proposes a model that can be laid the foundation of the Digital University. The model was developed on the basis of an analysis of the development of education in the fi of digitalization over the past 20 years, an assessment of the readiness of the leading universities of the Russian Federation to transform at present, and their own experience in using digital technologies. The proposed model satisfies the following requirements: openness of the system for students and teachers; the student’s participation in the formation of the trajectory of his own learning; the ability to access additional resources, courses and choose the places for practical training; formation and analysis of the digital trace; the use of intelligent methods for assessing acquired knowledge and competencies. The main blocks of the model are identified and the tasks for each block are formulated, which must be solved at the stage of creating the Digital University. The paper proposes approaches to their solution, technologies that the authors tested, evaluated and published the results in their previous works. In conclusion, we note that to create a Digital University, first of all, it is necessary: expand the base of control and training materials, modify, improve their forms; implement software smart systems for training and control; form a digital student trace, digital passports of information resources and, on their basis, form an individual learning path, an image of a specialist; develop learning scenarios for different images of students, goals, objectives; integrate intellectual resources of science and education; automate the management of the learning and control process as much as possible.
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Turalbeyeva, A., А. Zh Kenzhali, and S. Feizuldayeva. "OPPORTUNITIES FOR TEACHING MATHEMATICS IN PRIMARY SCHOOLS THROUGH OPPORTUNITIES FOR TEACHING MATHEMATICS IN PRIMARY SCHOOLS THROUGH DIGITAL EDUCATIONAL RESOURCEDIGITAL EDUCATIONAL RESOURCE." BULLETIN Series of Pedagogical Sciences 71, no. 3 (September 15, 2021): 208–22. http://dx.doi.org/10.51889/2021-3.1728-5496.21.

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The article describes the possible aspects of the organization of the methodology of teaching mathematics in primary classes through digital educational resources, content. The theoretical analysis is carried out and the content analysis of the conceptual and categorical apparatus of digital education in the concepts of "information competence, information technologies", "digital resource" is presented. The possibilities of "digital education" in primary classes are characterized generically in all the main subjects. There will also be samples of digital content prepared for the section "learning in parts" in the 4th grade according to the methodology of teaching mathematics in primary classes. In the section Research results, the article presents an algorithm for preparing digital resources. It is explained that the preparation of digital educational resources consists of text-based annimations, multimedia components (video clips, synthesizing images), and sound objects. A scenario for the preparation of digital content will be developed. The advantages of using digital resources in teaching mathematics in primary classes in the development of students ' cognitive abilities are analyzed. For example, the advantages of accessibility of education, personality-oriented learning, creation of an information educational environment, the possibility of choosing an individual trajectory, creative activity, motivational breakthrough, demonstration situation, etc. are described.
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Vaskova, N. I., and N. B. Zinovyeva. "Organizing workflows of academic libraries with online digital educational resources." Scientific and Technical Libraries, no. 11 (December 30, 2021): 105–14. http://dx.doi.org/10.33186/1027-3689-2021-11-105-114.

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Accommodating lists of links to recommended online educational resources on the academic library websites is discussed. The author concludes that that is not quite efficient as it could be, as qualitatively heterogeneous resources often unadapted for learning purposes are included; their titles are complex, unintelligible, and elusive; or oriented toward different groups of users. The authors suggest to develop: methods to annotate and critically evaluate resource contents, to select resources efficiently so they meet user information needs; classification scheme to differentiate online educational resources by stage and field of study, and prospectively – by larger professional groups. It might be also helpful to design end-to-end navigator of resources suggestible for academic libraries and learning in every code of professional training field.
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Greenberg, Jane, Karen Fullerton, and Edie Rasmussen. "Metadata for a Digital Library of Educational Resources." Journal of Internet Cataloging 3, no. 2-3 (November 20, 2000): 127–44. http://dx.doi.org/10.1300/j141v03n02_02.

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Ahammad, Nur. "Open source digital library on open educational resources." Electronic Library 37, no. 6 (December 9, 2019): 1022–39. http://dx.doi.org/10.1108/el-11-2018-0225.

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Purpose This paper aims to explain the implementation procedure of DSpace at the Library of Independent University, Bangladesh. This paper shows how DSpace is promoting open educational resources (OER) movement and demonstrates the ease of implementing DSpace in an institution. Moreover, the purpose of this paper is to encourage library professionals to participate in the OER movement by implementing DSpace in their libraries. Design/methodology/approach The requirements for implementing DSpace have been shown in this paper. It also describes the system model of an academic repository (DSpace)/digital library (DL). In addition, the paper describes the legal issues for submitting an item in DSpace and self-submission process of an item as well as shows impact of DSpace on OER. Findings Open source software and Open Access Institutional Repository software has a fundamental role in promoting OER. DSpace is perfect for building a DL or an institutional repository in libraries, especially for developing country libraries because this demands low cost and it is easy to implement in libraries as well as is user-friendly. Originality/value This paper will help to understand the role of the library community and librarians about OER. It will also show the impact of DL on OER. In addition, this paper encourages librarians to participate in OER movement.
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Chekan, E. A., and K. A. Fedulova. "Designing digital educational resources for information and digital training of masters." INSIGHT, no. 1(9) (2022): 136–46. http://dx.doi.org/10.17853/2686-8970-2022-1-136-146.

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The article considers the use of computer modeling technologies for visualization of learning elements of engineering disciplines in order to improve understanding of the structure and functioning of complex technical objects and technological systems. The principles of digital didactics and their influence on the formation of the content of educational resources are analyzed. An education blog is presented as a modern tool for information and digital training of vocational education teachers. The scientific novelty of the work lies in the fact that the use of computer modeling technologies as meta-technologies for organizing information and digital training of modern masters allows us to take a fresh look at the process of digitalization of education and at the design of its content. The practical significance of the study lies in the fact that inclusion of computer modeling technologies in educational practice allows not only to improve its quality, but also to prepare a graduate to enter the innovative digital system of an educational organization.
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Alberola-Mulet, Ivan, Marcos Jesús Iglesias-Martínez, and Inés Lozano-Cabezas. "Teachers’ Beliefs about the Role of Digital Educational Resources in Educational Practice: A Qualitative Study." Education Sciences 11, no. 5 (May 17, 2021): 239. http://dx.doi.org/10.3390/educsci11050239.

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Information and Communication Technologies and Digital Educational Resources have undergone a rapid evolution and have been swiftly introduced into educational contexts. Teachers play a key role in integrating these technological resources into the classroom. The objective of the present study was to determine the value that teachers attribute to digital resources in their educational practice. Based on a qualitative methodology, the necessary information was obtained via an open-ended interview, in which a Spanish school’s Early Childhood and Primary Education teachers participated. The results revealed that teachers value the integration of digital resources into the classroom, though no consensus was reached as to the suitable level of integration. Use satisfaction was mainly related to student motivation. Certain problems or limitations also came to light, however, linked to students’ digital training. An important conclusion according to the perception of teachers is that the integration of digital resources in their educational practice was significant and improved the quality of the educational process.
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Sanz-Labrador, Ismael, Miguel Cuerdo-Mir, and Luis Miguel Doncel-Pedrera. "The Use of Digital Educational Resources in Times of COVID-19." Social Media + Society 7, no. 3 (July 2021): 205630512110492. http://dx.doi.org/10.1177/20563051211049246.

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COVID-19 has profoundly disrupted national education systems, affecting the future well-being of school-age children. Bacher-Hicks and colleagues showed that the intensity of the search for online learning resources in the United States doubled with respect to pre-COVID-19 levels. However, areas of the country with higher incomes, better internet access, and fewer rural schools experienced significantly greater increases in search intensity. Using a similar method to study the case of Spain, we analyze the evolution of search intensity for a selection of digital educational resources over the period 2015 to 2021. Special attention is paid to the period of COVID-19 pandemic, namely, March 2020 to June 2021. The findings include a widespread rise in the use of digital resources with respect to the use in the last 5 years, which varies by digital educational resource and region. However, the use of digital resources in Spain does not seem to vary according to family income, at least in relation to open access digital educational resources. In addition, there appears to be a steady decline in search intensity for digital educational resources and a certain degree of substitutability following the surge due to the pandemic and the school closures.
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Dissertations / Theses on the topic "Digital Educational Resources"

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Ngimwa, Pauline Gachaki. "A collaborative design process for educational digital resources in African higher education." Thesis, Open University, 2012. http://oro.open.ac.uk/54233/.

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Within Africa, access to digital library systems is critical in supporting higher level teaching, learning and research. Currently there is a high demand with inadequate resources which often produces poorly supported learning outcomes. The effectiveness of current resources is further limited by poor design processes, which is worsened by stakeholders (academics, e-learning technologists and digital librarians and designers) often working in isolation. Ultimately, designed resources become less user-centred and sustainable. This thesis sought to provide empirically developed collaborative design process guidance for design stakeholders developing educational digital resources within African higher education. Following a Human Computer Interaction research approach, eleven best practice digital library projects identified from three case studies of African universities (in Kenya, Uganda and South Africa) were investigated. Data was drawn from interviews, observations and an examination of documents. This investigation identified three interrelated factors that impacted on the design process (i. e. human relationships, innovative technologies and policies). The human relationships factor comprised multidisciplinary design stakeholders and included a subset i. e. design champions (multidisciplinary and domain champions) whose role changed the facilitation and eventual output of the other stakeholders in the design process. The multidisciplinary champions took on a participatory approach to engagement while the domain champions assumed an approach that was less engaging. The innovative technologies factor comprised universal technologies and 'flexible' technologies (i. e. Web 2.0 applications and the Open Source Software) which supported the design process and enhanced user-centeredness and sustainability of the projects. Existing institutional and national policies supported stakeholder collaboration and application of the innovative technologies. The absence of any of these factors in the digital library projects weakened the design process and reduced effectiveness of digital resources. These three factors have been used to develop the Collaborative Educational Resources Design (CERD) process model as a guidance tool to support multidisciplinary design stakeholders indesigning effective digital resources.
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Weatherley, John, Tamara Sumner, Michael Khoo, and Marcel Hoffmann. "Partnership Reviewing: A Cooperative Approach for Peer Review of Complex Educational Resources." ACM, 2002. http://hdl.handle.net/10150/106387.

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Digital Library for Earth Science Education, DLESE
Review of digital educational resources, such as course modules, simulations, and data analysis tools, can differ from review of scholarly articles, in the heterogeneity and complexity of the resources themselves. The Partnership Review Model, as demonstrated in two cases, appears to promote cooperative interactions between distributed resource reviewers, enabling reviewers to effectively divide up the task of reviewing complex resources with little explicit coordination. The shared structural outline of the resource made visible in the review environment enables participants to monitor other reviewersâ actions and to thus target their efforts accordingly. This reviewing approach may be effective in educational digital libraries that depend on community volunteers for most of their reviewing.
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Kautz, Jaime N. "A Study of Middle-School Mathematics Teachers’ Colloquial Evaluations of Digital Mathematics Resources: The Measures Used to Evaluate Digital Mathematics Resource Quality and the Influence of a Formal Evaluation Rubric." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587640460466024.

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Marlow, Gregory. "Principles of Digital Animation Video Series." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-oer/2.

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The Principles of Digital Animation course provides students with an awareness of animation and other 3D industries, as well as preliminary hands-on experience in animation production. This is a collection of openly licensed videos created by Gregory Marlow for the Principles of Digital Animation course taught during the Fall 2019 semester. For ease of adopting and adapting, the streaming version is embedded for each video and the original video and subtitle files are available to download.
https://dc.etsu.edu/etsu-oer/1001/thumbnail.jpg
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Marlow, Gregory. "Week 06, Video 06: Preparing Scene For Animation." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/digital-animation-videos-oer/46.

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Marlow, Gregory. "Week 01, Video 05: Maya UI Attribute and Layer Editors." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/digital-animation-videos-oer/10.

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Marlow, Gregory. "Week 02, Video 04: Materials." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/digital-animation-videos-oer/17.

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Marlow, Gregory. "Week 02, Video 05: Rigging." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/digital-animation-videos-oer/18.

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Marlow, Gregory. "Week 02, Video 06: Saving." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/digital-animation-videos-oer/19.

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Marlow, Gregory. "Week 02, Video 07: Animation Part 1." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/digital-animation-videos-oer/20.

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Books on the topic "Digital Educational Resources"

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McDonald, Ian. Educational institutions: Digital & AV resources. Redfern, N.S.W: Australian Copyright Council, 2002.

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Marcus-Quinn, Ann. The digital learning revolution in Ireland: Case studies from the National Learning Resources Service. Newcastle upon Tyne: Cambridge Scholars Pub., 2012.

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Menyaev, Mihail. Digital economy enterprises. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1045031.

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The tutorial allows you to learn basic scientific concepts in the field of formation and application of digital economy in the enterprise, to the organization skills of the digital space in the enterprise management system. The analysis of economic methods of formation and active use of Internet resources in the organization of high-tech industry and business. Meets the requirements of Federal state educational standards of higher education of the last generation. Intended for students of higher educational institutions studying the digital economy, innovation, management, industrial and logistics network, trained on a direction of preparation of bachelors in "mechanical engineering".
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Digital literacies: Social learning and classroom practices. Los Angeles: SAGE Publications, 2009.

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Open-source technologies for maximizing the creation, deployment, and use of digital resources and information. Hershey, PA: Information Science Reference, 2013.

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John, Peter D. The digital classroom: Harnessing technology for the future of learning and teaching. London : New York, NY: Routledge, 2007.

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Living the virtual life: Public pedagogy in a digital world. New York: Routledge, 2011.

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D, Kumar, Turner Albert Joseph 1938-, and IFIP Technical Committee 3, Education., eds. Education for the 21st century: Impact of ICT and digital resources : IFIP 19th World Computer Congress, TC-3, Education, August 21-24, 2006, Santiago, Chile. New York: Springer, 2006.

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Anderson, Rebecca S., and Clif Mims. Handbook of Research on Digital tools for writing instruction in K-12 settings. Hershey, PA: Information Science Reference, an imprint of IGI Global, 2014.

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J, Metzger Miriam, and Hartsell Ethan, eds. Kids and credibility: An empirical examination of youth, digital media use, and information credibility. Cambridge, Mass: MIT Press, 2010.

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Book chapters on the topic "Digital Educational Resources"

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Landowska, Agnieszka, and Jerzy Kaczmarek. "Educational Resources as Digital Products." In E-Commerce and Web Technologies, 228–37. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11545163_23.

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Churchill, Daniel. "Educational Reforms, Learning-Centred Education and Digital Resources for Learning." In Digital Resources for Learning, 1–17. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3776-4_1.

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Rao, Yongsheng, Ying Wang, Yu Zou, and Jingzhong Zhang. "The Sustainability of Digital Educational Resources." In Mathematical Software – ICMS 2014, 230–34. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44199-2_36.

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Akbar, Monika, Weiguo Fan, Clifford A. Shaffer, Yinlin Chen, Lillian Cassel, Lois Delcambre, Daniel D. Garcia, et al. "Digital Library 2.0 for Educational Resources." In Research and Advanced Technology for Digital Libraries, 89–100. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24469-8_11.

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Marín, Victoria I., and Daniel Villar-Onrubia. "Online Infrastructures for Open Educational Resources." In Handbook of Open, Distance and Digital Education, 1–20. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_18-1.

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AbstractOpen educational resources (OER) have generated a considerable amount of attention in recent years in the field of open, distance, and digital education (ODDE). Digital knowledge infrastructures of different kinds have enabled the creation, storage, management, sharing, and adoption of these resources across educational sectors, levels, and geographies. This chapter presents a general overview of these infrastructures, the underpinning models of OER provision, main characteristics, and key insights from research. It draws on the literature and discusses examples purposively selected to illustrate the diversity of scope, educational stages, and types of online OER infrastructures established on a global, national, regional, or institutional scale. Key challenges are also discussed, including licensing issues, concerns about quality assurance, metadata problems, the sustainability of the initiatives, and sociocultural aspects, among others. In addition to revisiting the conception and adoption of OER in different cultures, important topics to be further addressed by future ODDE research are presented.
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Zawacki-Richter, Olaf, Wolfgang Müskens, and Victoria I. Marín. "Quality Assurance of Open Educational Resources." In Handbook of Open, Distance and Digital Education, 1–19. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_43-1.

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AbstractThe lack of transparency of the quality of Open Educational Resources (OER) is often seen as a barrier to the wider adoption, use, sharing, and further development of OER in the practice of teaching and learning in ODDE. Following the UNESCO Recommendation on OER, this chapter starts providing an overview of quality assurance systems from an international perspective, and the perceptions of faculty members on OER quality. Then, based on an empirical study, a quality framework and validated instrument for the evaluation and quality assessment of OER is presented – the Instrument for Quality Assurance of OER (IQOER). The second part of the chapter looks at how such an instrument can be integrated into a quality assurance process that takes into account the different goals, roles, and functions of the stakeholders involved. It becomes clear that a cultural change toward Open Educational Practice (OEP) is also needed to reach a wider acceptance of OER.
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Sushkova, Aigul, Albina Bilyalova, Dinara Khairullina, and Chulpan Ziganshina. "E-Learning Efficiency: Linguistic Subject Taught via Electronic Educational Resources." In Digital Science 2019, 197–206. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-37737-3_18.

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Baron, Georges-Louis, and Solène Zablot. "An Analysis of French Teachers’ Digital Resources Production: From Personal Resources to Formal Communities." In Textbooks and Educational Media: Perspectives from Subject Education, 407–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80346-9_33.

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Liddy, Elizabeth D., Jiangping Chen, Christina M. Finneran, Anne R. Diekema, Sarah C. Harwell, and Ozgur Yilmazel. "Generating and Evaluating Automatic Metadata for Educational Resources." In Research and Advanced Technology for Digital Libraries, 513–14. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11551362_60.

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Sutton, Stuart A., and Diny Golder. "Conceptual Discovery of Educational Resources through Learning Objectives." In Research and Advanced Technology for Digital Libraries, 380–83. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04346-8_39.

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Conference papers on the topic "Digital Educational Resources"

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Serafin, Cestmir. "DIGITAL EDUCATIONAL RESOURCES IN TECHNICAL EDUCATION." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0165.

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Morais, Carlos, Luisa Miranda, and Paulo Alves. "Digital educational resources supporting higher education students' learning." In 2014 9th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2014. http://dx.doi.org/10.1109/cisti.2014.6877045.

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Barros, Elisabete, Leandro Almeida, Altina Ramos, Carlos Moreira, Lara Gonçalves, Marta Silvestre, and António J. Osório. "Digital educational resources for primary education: the caseof Manual Digital II." In 2013 International Conference on Information and Communication Technology for Education. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/icte131352.

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Recker, Mimi, and Bart Palmer. "Using resources across educational digital libraries." In the 6th ACM/IEEE-CS joint conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1141753.1141805.

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Oderilda Magalhães dos Santos, Waldeyde, Alcy Ferreira Magalhães Neto, Ingrid Nunes Rodrigues, Haline Pereira de Oliveira Barbosa, Fábio Rodrigo da Silva Pinheiro, Bruno Brandão Almeida, Celio Antony Freitas Soares, and E. Sidney de Aguiar Brandão. "OPTIMIZATION OF COMPLEX DIGITAL EDUCATIONAL RESOURCES." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1068.

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Aleksandrova, Olga M. "Digital Educational Resources In Teaching Native Languages." In EEIA 2019 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.09.02.6.

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Butcher, Kirsten R., Ashley Crockett, and Sarah Davies. "Representing educational content in digital library resources." In Proceeding of the 11th annual international ACM/IEEE joint conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1998076.1998174.

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Slimani, Hamid, Oussama Hamal, Nour-Eddine El Faddouli, Samir Bennani, and Naila Amrous. "Semantic recommendation system of digital educational resources." In SITA'18: THEORIES AND APPLICATIONS. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3289402.3289513.

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Sokolova, Olga Nikolaevna. "Using digital educational resources in educational process of a college." In VII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-80399.

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Paragarino, Virginia Rodés, Adriana Gewerc Barujel, and Martín Llamas Nistal. "Use of repositories of digital educational resources in higher education." In the XV International Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2662253.2662338.

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Reports on the topic "Digital Educational Resources"

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Iwatani, Emi, Barbara Means, Maria R. Romero, and Mai Chou Vang. Deepening Science Engagement With Challenge Based Learning: Research Report. Digital Promise, February 2020. http://dx.doi.org/10.51388/20.500.12265/93.

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Learn about the Challenge Based Science Learning Project and its larger implications for the fields of Next Generation Science Learning and Open Educational Resources. The project involved 18 middle school teachers and five administrators from three U.S. school districts partnering with instructional coaches and learning sciences researchers from Digital Promise to address an ambitious educational challenge: How might we deepen engagement and learning of middle school science in our schools and beyond?
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Idris, Iffat. Increasing Birth Registration for Children of Marginalised Groups in Pakistan. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/k4d.2021.102.

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This review looks at approaches to promote birth registration among marginalised groups, in order to inform programming in Pakistan. It draws on a mixture of academic and grey literature, in particular reports by international development organizations. While there is extensive literature on rates of birth registration and the barriers to this, and consensus on approaches to promote registration, the review found less evidence of measures specifically aimed at marginalised groups. Gender issues are addressed to some extent, particularly in understanding barriers to registration, but the literature was largely disability-blind. The literature notes that birth registration is considered as a fundamental human right, allowing access to services such as healthcare and education; it is the basis for obtaining other identity documents, e.g. driving licenses and passports; it protects children, e.g. from child marriage; and it enables production of vital statistics to support government planning and resource allocation. Registration rates are generally lower than average for vulnerable children, e.g. from minority groups, migrants, refugees, children with disabilities. Discriminatory policies against minorities, restrictions on movement, lack of resources, and lack of trust in government are among the ‘additional’ barriers affecting the most marginalised. Women, especially unmarried women, also face greater challenges in getting births registered. General approaches to promoting birth registration include legal and policy reform, awareness-raising activities, capacity building of registration offices, integration of birth registration with health services/education/social safety nets, and the use of digital technology to increase efficiency and accessibility.
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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Center for Equity for English Learners, 2022. http://dx.doi.org/10.15365/ceel.publication.2022.0001.

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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice is comprised of over 350 annotations from both recent and seminal literature (released between 1984–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. The authors provide a comprehensive selection of works focused on theory, research, and practice. The annotations are a result of purposeful searches of 23 topics in empirical and theoretical articles from peer-reviewed journals, books, book chapters, and reports from leading scholars in the field. Among the topics addressed relevant to EL education are broad areas such as: bilingual teacher preparation, teaching and professional development, university and district partnerships, digital learning for ELs, social emotional development, culturally sustaining pedagogy, and English Language Development (ELD) for elementary and secondary level students. The Integrated ELD (content instruction) topic is subcategorized according to specific disciplines including: English language arts, history, mathematics, science, visual & performing arts, and STEM. In order to provide additional information for readers, each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords.
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